Piloting web-based structural competency modules among internal medicine residents and graduate students in public health

Bibliographic Data

ID22090885
AuthorsMax Jordan Nguemeni Tiako (0000-0002-5468-8926, Brigham and Women's Hospital, corresponding author), Farah Rahman (0000-0002-8506-9642, Loyola University Chicago), Janice Sabin (0000-0003-2588-9881, University of Washington Medical Center), Aba Black (Yale University), Dowin Boatright (0000-0002-7110-9092, New York University), Richard A Taylor (0000-0002-9082-6644), Inginia Genao (0000-0002-4245-7717, Yale University)
Year2022
Volume10
Pages901523-901523
Publication date2022-10-14
Open AccessYes
TypeARTICLE
VenueFrontiers in Public Health (JOURNAL)
Journal identifiersISSN: 2296-2565 • E-ISSN: 2296-2565
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/fpubh.2022.901523
PMID36324468
OpenAlexW4306165861
LanguageEN
Citations received1
References cited28

Introduction Fewer than half of internal medicine program directors report any health disparities curriculum. We piloted a web-based healthcare disparities module among internal medicine (IM) residents to test effectiveness and feasibility, compared to a convenient sample of graduate students enrolled in a public health equity course. Methods IM residents participated in an in-person session (module 1: introduction to racial and ethnic health disparities), but first, they completed a pre-module knowledge quiz. Two weeks later, they completed module 2: “unconscious associations” and a post-module knowledge quiz. For the control arm Yale School of Public Health (YSPH) students enrolled in a course on health disparities completed the pre-module knowledge quiz, module 1, and 2 as required by their course instructor. Results Forty-nine IM residents and 22 YSPH students completed the pre-module quiz and Module 1. The mean (SD) score out of 25 possible points for the IM residents on the pre-module quiz was 16.1/25 (2.8), and 16.6/25 (3.2) for YSPH students, with no statistically significant difference. Nineteen residents (38.8%) completed the post-module quiz with a mean score of 16.7/25 (2.2), Hedge's g =0.23, compared to 18 (81.8%) YSPH students, whose mean (SD) score was 19.5/25 (2.1), Hedge's g=1.05. YSPH students' post-module quiz average was statistically significantly higher than their pre-module test score, as well as the residents' post-module test ( P < 0.001). In examining participants' responses to specific questions, we found that 51% ( n = 25) of residents wrongly defined discrimination with an emphasis on attitudes and intent as opposed to actions and impact, compared to 22.7% ( n = 5) YSPH students before the module, vs. 63.2% ( n = 12) and 88.9% ( n = 16) respectively after. Conclusion After completing a healthcare disparities course, graduate students in public health saw greater gains in knowledge compared to IM residents. Residents' responses showed knowledge gaps such as understanding discrimination, and highlight growth opportunity in terms of health equity education. Furthermore, embedding health equity education in required curricular activities may be a more effective approach

Curriculum · Ethnic group · Family medicine · Health equity · Medical education · Pedagogy · Public health · Cultural Competency in Health Care · Medical Education and Admissions · Medicine · Nursing · Psychology · Racial and Ethnic Identity Research

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